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Journal articles on the topic 'International Branch Campus (IBC)'

Author: Grafiati

Published: 10 August 2023

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1

Hill, Christopher, and Rawy Abdelrahman Thabet. "Managing international branch campuses." International Journal of Educational Management 32, no. 2 (March 12, 2018): 310–22. http://dx.doi.org/10.1108/ijem-04-2017-0079.

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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.

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Belderbos, Tonatiuh. "The employability of international branch campus graduates: evidence from Malaysia." Higher Education, Skills and Work-Based Learning 10, no. 1 (September 30, 2019): 141–54. http://dx.doi.org/10.1108/heswbl-02-2019-0027.

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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.

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Kohler, Christopher. "International Branch Campus and and Institutional Social Capital." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 127–30. http://dx.doi.org/10.32674/jcihe.v11iwinter.1422.

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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.

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Swenddal, Heather J., Mathews Nkhoma, and Sarah Joy Gumbley. "Global integration barriers at international branch campuses: the IBC Othering Loop." International Journal of Educational Management 36, no. 4 (April 7, 2022): 593–605. http://dx.doi.org/10.1108/ijem-07-2021-0312.

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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.

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Hillman, Sara, Keith M. Graham, and Zohreh R. Eslami. "EMI and the international branch campus." Australian Review of Applied Linguistics 44, no. 2 (July 7, 2021): 229–52. http://dx.doi.org/10.1075/aral.20093.hil.

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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.

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Zhang, Li, Kevin Kinser, and Yunyu Shi. "World Economies and the Distribution of International Branch Campuses." International Higher Education, no. 77 (September 1, 2014): 8–9. http://dx.doi.org/10.6017/ihe.2014.77.5674.

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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.

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Li, Fangxuan (Sam). "Factors Influencing Chinese Students’ Choice of an International Branch Campus: A Case Study." Journal of Studies in International Education 24, no. 3 (March 28, 2019): 337–51. http://dx.doi.org/10.1177/1028315319835539.

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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.

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Wilkins, Stephen. "Two decades of international branch campus development, 2000–2020: a review." International Journal of Educational Management 35, no. 1 (November 3, 2020): 311–26. http://dx.doi.org/10.1108/ijem-08-2020-0409.

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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.

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Girdzijauskaite, Egle, Asta Radzeviciene, Arturas Jakubavicius, and Audrius Banaitis. "International Branch Campuses as an Entry Mode to the Foreign Education Market." Administrative Sciences 9, no. 2 (June 20, 2019): 44. http://dx.doi.org/10.3390/admsci9020044.

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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.

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Klemensits, Péter, and Meszár Tárik. "Nemzetközi egyetemek külföldi campusai a világban – a nemzetközi felsőoktatási együttműködés sikeres példái." Külügyi Szemle 21, no. 2 (2022): 144–76. http://dx.doi.org/10.47707/kulugyi_szemle.2022.2.6.

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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.

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Karnik, Ajit, Pallavi Kishore, and Mohammad Meraj. "Examining the linkage between class attendance at university and academic performance in an International Branch Campus setting." Research in Comparative and International Education 15, no. 4 (September 23, 2020): 371–90. http://dx.doi.org/10.1177/1745499920958855.

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The relationship between class attendance and academic performance has been an important area of research, with a positive association being posited between the two. The setting for our study is an International Branch Campus (IBC) of a British university that needs to demonstrate the quality of its service delivery both to the parent institution and to the fee-paying students. We employ a dataset of over 900 students in an undergraduate degree programme and subject it to statistical techniques, namely quantile regression and two-stage quantile regression. Our results show that attendance has a beneficial influence on academic performance and this benefit persists at higher percentile of grades. We propose that IBCs could consider an attendance policy that encourages students to attend classes.

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Tan, VieMing, Farzana Quoquab, Fauziah Sh Ahmad, and Jihad Mohammad. "Mediating effects of students’ social bonds between self-esteem and customer citizenship behaviour in the context of international university branch campuses." Asia Pacific Journal of Marketing and Logistics 29, no. 2 (April 10, 2017): 305–29. http://dx.doi.org/10.1108/apjml-05-2016-0087.

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Purpose The 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/approach A 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. Findings This 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/implications CCB of IBC students can be explained by self-consistency theory via mediation of social bonds from social bonding theory. Practical implications To 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/value Greater understanding of students’ citizenship behaviour may help transnational universities to improve relationship marketing strategy and enhance students’ campus experience.

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Garrett, Richard. "International Branch Campuses—Curiosity or Important Trend?" International Higher Education, no. 90 (June 6, 2017): 7. http://dx.doi.org/10.6017/ihe.2017.90.9743.

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The number of international branch campuses (IBCs) continues to grow—up from 66 between 2011 and 2015, to hit 249 globally. IBCs get a lot of media attention given the out-sized ambition and risk involved, but it is hard to judge long-term significance. Are IBCs curiosities that few universities will ever pursue, or will a global presence define tomorrow's leading institutions? Will the impact of IBCs be marginal and localized or will some institutional brands and prospects be transformed? This article summarizes the latest IBC data from The Observatory on Borderless Higher Education and C-BERT, and looks ahead to a forthcoming report on IBC development and impact.

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Garrett, Richard. "International Branch Campuses—Curiosity or Important Trend?" International Higher Education, no. 90 (June 6, 2017): 7–8. http://dx.doi.org/10.6017/ihe.2017.90.9994.

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The number of international branch campuses (IBCs) continues to grow—up from 66 between 2011 and 2015, to hit 249 globally. IBCs get a lot of media attention given the out-sized ambition and risk involved, but it is hard to judge long-term significance. Are IBCs curiosities that few universities will ever pursue, or will a global presence define tomorrow's leading institutions? Will the impact of IBCs be marginal and localized or will some institutional brands and prospects be transformed? This article summarizes the latest IBC data from The Observatory on Borderless Higher Education and C-BERT, and looks ahead to a forthcoming report on IBC development and impact.

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Yang, Hongqing, and Minjie Wu. "Who are studying at International Branch Campuses in China? A case study." International Journal of Chinese Education 10, no. 3 (September 2021): 221258682110460. http://dx.doi.org/10.1177/22125868211046016.

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International Branch Campuses (IBCs) grow rapidly, and China is the largest host country of IBCs. This article examines the student characteristics at an IBC in China. The student characteristics arise from the literature regarding college choice and the choice of IBC. A documentary study examines the academic performance, represented by gaokao scores, of the students from an IBC with independent legal person status in China. Further, using the data of 798 survey respondents, the student characteristics are analyzed with a descriptive analysis, and the results are compared to the data in existent documents and reports. The results show that the development of IBCs in China favors urban and socioeconomically advantaged students. Family income becomes a stronger and direct factor on the choice of IBC. Chinese middle- and upper-class utilize their capitals to obtain study opportunities at IBCs. This article fills the gap in the student characteristics and identifies the inequalities at an IBC. The implications are discussed.

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Healey, Nigel. "When is an international branch campus?" International Higher Education, no. 78 (November 15, 2014): 22–23. http://dx.doi.org/10.6017/ihe.2014.78.5808.

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There are an estimated 200 international branch campuses around the world. As these campuses evolve in response to the changing regulatory and competitive environment, trying to get a clear-cut definition of an international branch campus is becoming increasingly difficult. Instead of asking ‘what is a branch campus?’ it is more interesting to consider when—at what point the operation ceases to be a foreign subsidiary of the home university in any meaningful sense.

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Girdzijauskaite, Egle, and Asta Radzeviciene. "International Branch Campus: Framework and Strategy." Procedia - Social and Behavioral Sciences 110 (January 2014): 301–8. http://dx.doi.org/10.1016/j.sbspro.2013.12.874.

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Lane, Jason E., and Kevin Kinser. "Five Models of International Branch Campus Ownership." International Higher Education, no. 70 (January 1, 2013): 9–11. http://dx.doi.org/10.6017/ihe.2013.70.8705.

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Wilkins, Stephen, and Laura Rumbley. "What a Branch Campus Is: A Revised Definition." International Higher Education, no. 93 (March 29, 2018): 12–14. http://dx.doi.org/10.6017/ihe.0.93.10416.

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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.

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Wilkins, Stephen, and Laura Rumbley. "What a Branch Campus Is: A Revised Definition." International Higher Education 2, no. 93 (March 29, 2018): 12. http://dx.doi.org/10.6017/ihe.2018.93.10379.

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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.

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Healey, Nigel M. "The Challenges of Leading an International Branch Campus." Journal of Studies in International Education 20, no. 1 (August 26, 2015): 61–78. http://dx.doi.org/10.1177/1028315315602928.

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Cai, Li (Lily), Ting (Ada) Lin, and Wenyan Shi. "Sexual Harassment on International Branch Campuses." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 36–52. http://dx.doi.org/10.32674/jcihe.v13i5.3650.

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Concerned for student safety and intrigued by how research could impact institutional policy and practice, this paper describes findings from an action research project to raise questions and awareness about sexual harassment on an international branch campus in China. Due to the multicultural environment of the campus, it was felt that culturally grounded research that adds to our awareness and perceptions of sexual harassment would be imperative to facilitate prevention strategies in similar higher education environments. Through this case study, which received substantial institutional support, we also sought to learn more about students’ experiences. Different attitudes and perceptions on gender, identity, sexuality, and multicultural relationships were revealed by survey responses and interview conversations. Furthermore, data revealed that students were confused about sexual harassment consequences and responsibilities, and social media was misleading. The findings from this study point to the need for more research, especially concerning cultural attitudes and perspectives about sexual harassment, and can contribute to institutional mechanisms in preventing sexual harassment amongst an increasingly internationalized higher education community.

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Garrett, Richard. "International Branch Campuses: Success Factors." International Higher Education, no. 93 (March 29, 2018): 14–16. http://dx.doi.org/10.6017/ihe.0.93.10417.

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The article provides an overview of the second part of a report on international branch campuses (IBCs). The Observatory on Borderless Higher Education (OBHE) and the Cross-Border Education Research Team (C-BERT) are the authors of the report. IBCs continue to grow in number and variety around the world, and the report includes updated estimates and patterns by country, but previously there has been limited attention paid to the success factors of mature IBCs. Defined as campuses in place for a decade or more, the report draws on in-depth interviews with campus and institutional leaders.

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Garrett, Richard. "International Branch Campuses: Success Factors." International Higher Education 2, no. 93 (March 29, 2018): 14. http://dx.doi.org/10.6017/ihe.2018.93.10374.

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The article provides an overview of the second part of a report on international branch campuses (IBCs). The Observatory on Borderless Higher Education (OBHE) and the Cross-Border Education Research Team (C-BERT) are the authors of the report. IBCs continue to grow in number and variety around the world, and the report includes updated estimates and patterns by country, but previously there has been limited attention paid to the success factors of mature IBCs. Defined as campuses in place for a decade or more, the report draws on in-depth interviews with campus and institutional leaders.

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Yang, Lin, Luc Borrowman, Meng Yoe Tan, and Jaa Yien New. "Expectations in Transition: Students’ and Teachers’ Expectations of University in an International Branch Campus." Journal of Studies in International Education 24, no. 3 (July 4, 2019): 352–70. http://dx.doi.org/10.1177/1028315319861348.

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In the Asian context, when students transition from pre-university to an International Branch Campus of a Western university, they tend to experience significant differences in a number of areas in their first-year university lives. Because of the different educational cultures, students and teachers may have different expectations on the academic culture of university. If a misalignment of these expectations occurs, the potential for a negative learning and teaching experience is likely to increase. This article attempts to identify the gaps between the two parties to circumvent the potential problems that come with it. A survey was conducted with 728 first-year students and 124 teachers who teach first-year subjects at a Western university international branch campus in Malaysia. The results show that significant gaps exist in their expectations on course content, responsiveness, assessment support aspects, and concern for student. These findings warrant attention from the home campus as well as the branch campus. Some suggestions are offered to address these gaps in expectations.

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Merola, Rachael. "How International Branch Campuses Stand Out from the Crowd." International Higher Education, no. 87 (September 1, 2016): 11–12. http://dx.doi.org/10.6017/ihe.2016.87.9502.

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Trans National Education (TNE) models have evolved and diversified in terms of size, scope, ownership, and support framework. What distinguishes an international branch campus from other forms of TNE, and what are some of the main characteristics of IBCs?

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Yingfei He, Bonnie, and Alan Ruby. "A Chinese Branch Campus in Malaysia—Adjusting Fundamentals." International Higher Education, no. 88 (January 17, 2017): 3–5. http://dx.doi.org/10.6017/ihe.2017.88.9679.

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The first overseas campus established by a renowned Chinese university- Xiamen University Malaysia is a flagship of China’s international engagement strategy in higher education. How XMUM adjusts and adapts to the local environment will be an exemplar for other Chinese universities.

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Sidhu, Ravinder, and Pam Christie. "Making space for an international branch campus: Monash University Malaysia." Asia Pacific Viewpoint 55, no. 2 (August 2014): 182–95. http://dx.doi.org/10.1111/apv.12052.

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Wilkins, Stephen, and Jeroen Huisman. "The international branch campus as transnational strategy in higher education." Higher Education 64, no. 5 (March 27, 2012): 627–45. http://dx.doi.org/10.1007/s10734-012-9516-5.

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Wang, Yanhao. "Balance of Power: The Governance Structure of International Branch Campus in China." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 203–5. http://dx.doi.org/10.32674/jcihe.v11iwinter.1488.

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Overseas branch campus is an important component of the internationalization of higher education. This research studies three branch campuses in China—NYU-Shanghai, Duke Kunshan and Wenzhou-Kean University, analyzing their senior leaderships and the power of the home university and the local partners. Though this research is still in process, it would certainly contribute to our understanding of the internationalization of higher education in China and help institutions to choose appropriate strategies.

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Sim, Adriel K. S., Kim-Lim Tan, Joseph Kee-Ming Sia, and Ivy S. H. Hii. "Students' choice of international branch campus in Malaysia: a gender comparative study." International Journal of Educational Management 35, no. 1 (September 1, 2020): 87–107. http://dx.doi.org/10.1108/ijem-01-2020-0027.

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PurposeIn the last decade, female students' enrolment in higher education has experienced significant growth. However, male and female students still differ in criteria set of choosing higher education institutions. While several studies have been disentangled in developed countries in analyzing gender differences in pursuing higher education, a similar area of studies conducted in developing countries is scarce. The purpose of this study is to examine gender differences and the factors that influence first-year students' choice of higher education in a developing country.Design/methodology/approachThe study involved 575 students who were either enrolled in an undergraduate or foundation program of an international branch campus. We tested the hypotheses using partial least squares multigroup analysis (PLS-MGA).FindingsOur results revealed that graduate employability, information sources, program characteristics, institution characteristics and campus safety were influential factors affecting the students' institutional choice. The MGA results also indicated that gender differences exist in selecting higher education institutions. Male students are more strongly influenced by information sources such as family, friends, media compared with female students.Originality/valueVery few international branch campus choice studies explore gender differences in developing countries. This study enriches the current literature of institutional choice through the lens of an Asian developing country and extends the discourse regarding the role of gender in influencing students' institutional choice, of which they are commonly overlooked in most literature. The study has significant implications for student recruitment managers in higher education institution to develop marketing strategies targeting to potential male and female students.

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Sanni-Anibire, Muizz O., and Mohammad A. Hassanain. "An integrated fire safety assessment of a student housing facility." Structural Survey 33, no. 4/5 (November 9, 2015): 354–71. http://dx.doi.org/10.1108/ss-03-2015-0017.

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Purpose – The purpose of this paper is to present an integrated approach to fire safety assessment, through combining the outcomes of a checklist tailored to the requirements of the International Building Code (IBC), and an evacuation simulation tool (EVACNET4), applied to a student housing facility as case study. Design/methodology/approach – The authors reviewed relevant literature and previous studies pertaining to fire safety assessment and management. An assessment checklist was developed according to the requirements of the IBC. EVACNET4 simulation tool was utilized to model the evacuation of the facility under review. The results derived from the aforementioned steps were correlated to identify potential corroborating or conflicting issues pertaining to the safe evacuation of building occupants in the occurrence of a fire incident. Findings – Fire safety provisions were found to be adequate, and the building can be evacuated safely in about 190 seconds, should a fire occur. The architectural design aspects of the exit doors which might cause potential bottlenecks were identified. Originality/value – A completely fire safe building does not exist, and thus more integrative approaches to fire safety assessment and management will reduce to the least extent possible fire risks. A holistic fire safety management of campus housing is of paramount interest to the campus community, and the building industry at large.

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Salaz, A. M., Kayo Chang, Meggan Houlihan, and Sally Birch. "The future of U.S. university international branch campus libraries: Challenges and opportunities." College & Research Libraries News 77, no. 11 (December 1, 2016): 551–54. http://dx.doi.org/10.5860/crln.77.11.9587.

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Girdzijauskaitė, Eglė, Asta Radzevičienė, and Artūras Jakubavičius. "Impact of international branch campus KPIs on the university competitiveness: FARE method." Insights into Regional Development 1, no. 2 (June 1, 2019): 171–80. http://dx.doi.org/10.9770/ird.2019.1.2(7).

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Healey, Nigel Martin. "The Optimal Global Integration–Local Responsiveness Tradeoff for an International Branch Campus." Research in Higher Education 59, no. 5 (September 21, 2017): 623–49. http://dx.doi.org/10.1007/s11162-017-9480-0.

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Hillman, Sara, Keith M. Graham, and Zohreh R. Eslami. "Teachers’ Translanguaging Ideologies and Practices at an International Branch Campus in Qatar." English Teaching & Learning 43, no. 1 (November 23, 2018): 41–63. http://dx.doi.org/10.1007/s42321-018-0015-3.

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Green, Harriett. "Libraries across Land and Sea: Academic Library Services on International Branch Campuses." College & Research Libraries 74, no. 1 (January 1, 2013): 9–23. http://dx.doi.org/10.5860/crl-259.

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This preliminary study explores how library services are offered at the international branch campuses of U.S. institutions of higher education, including librarians’ experiences, challenges faced, and collaborations with the home U.S. institutions. The data from a Web survey distributed to international branch campus librarians, a conducted interview, and statistical data are presented. The small sample survey data are analyzed qualitatively, suggesting insights on how librarians are embedded in student instruction and staff training and how libraries play an important role in the establishment of international branch campuses. A larger study is strongly suggested to gain more concrete inferences, and the article discusses the role of U.S. academic libraries in the globalization initiatives of their home institutions.

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Datta, Khyati Shetty, and Julie Vardhan. "A SERVQUAL-Based Framework for Assessing Quality of International Branch Campuses in UAE." SAGE Open 7, no. 1 (January 2017): 215824401667629. http://dx.doi.org/10.1177/2158244016676294.

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The quality of education provided in management institutions is a matter of debate in every country. With a rapid growth in the economy, the quality of management education provided in the United Arab Emirates (UAE) has also been a topic in the forefront. The burgeoning growth in this sector, with mushrooming “branch campuses” from around the world in the UAE, has led policy makers to reflect on the importance of quality of management education being imparted. The main purpose of this article is to explore the quality of management education in the UAE, and the study draws on the SERVQUAL model for the same. The study investigates the five dimensions (responsiveness, assurance, tangibility, empathy, and reliability) of service quality and identifies the gap between the perception and expectation, examining service standards across seven branch campus universities for management education providers in the UAE. A questionnaire survey with 300 university students from seven different branch campus universities in the UAE was conducted. The key findings of the study revealed a significant difference between the student’s expectations from management education and their perception in all five dimensions of service quality. The gaps were compared across the five dimensions, and the highest and the lowest service quality gaps were given to assurance and responsiveness, respectively.

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Streitwieser, Bernhard, and Bradley Beecher. "Information Sharing in the Age of Hyper-competition: Opening an International Branch Campus." Change: The Magazine of Higher Learning 49, no. 6 (November 2, 2017): 44–50. http://dx.doi.org/10.1080/00091383.2017.1399005.

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Noman, Mohammad, Amrita Kaur, Jahirul Mullick, and Liu Ran. "Navigating New Terrain: First-Year Chinese Students’ Transitionary Experiences In a Sino-US Joint Venture University In China." International Journal of Chinese Education 12, no. 2 (May 2023): 2212585X2311751. http://dx.doi.org/10.1177/2212585x231175167.

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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.

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Wilkins, Stephen, and Selina Neri. "Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses." Journal of Studies in International Education 23, no. 4 (November 22, 2018): 451–72. http://dx.doi.org/10.1177/1028315318814200.

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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.

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Hussain, Fehmida, Tenia Kyriazi, and Lynda Hyland. "Undergraduate students' attitudes towards research: lessons from an international branch campus in the UAE." International Journal of Teaching and Case Studies 9, no. 4 (2018): 382. http://dx.doi.org/10.1504/ijtcs.2018.095918.

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Kyriazi, Tenia, Lynda Hyland, and Fehmida Hussain. "Undergraduate students' attitudes towards research: lessons from an international branch campus in the UAE." International Journal of Teaching and Case Studies 9, no. 4 (2018): 382. http://dx.doi.org/10.1504/ijtcs.2018.10017069.

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Desai-Trilokekar, Roopa, and Glen Jones. "Finally, an Internationalization Policy for Canada." International Higher Education, no. 71 (March 17, 2015): 17–18. http://dx.doi.org/10.6017/ihe.2013.71.6089.

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Canada is the only country in the OECD to not have a national strategy for international education. In 2011, the Canadian federal government announced plans to develop and launch Canada's first international education strategy, including the creation of an advisory panel. The panel's 2012 report outlines a balanced strategy to increase international student recruitment while also supporting the international mobility of Canadian students. Coordination of international education policy within a highly decentralized federal system remains a core challenge. Key words: International branch campus, cross-border higher education, internationalization.

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Cai, Li (Lily), and Christine Hall. "Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China." Journal of Studies in International Education 20, no. 3 (December 27, 2015): 207–22. http://dx.doi.org/10.1177/1028315315623055.

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Cicchetti, Kaitlin Oyler. "Home Away from Home? A Case Study of Student Transitions to an International Branch Campus." Journal of Student Affairs Research and Practice 55, no. 4 (October 2, 2018): 452–64. http://dx.doi.org/10.1080/19496591.2018.1528449.

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Had, Azizan, and Starry Garijih. "STUDENTS’ ETHICS AND RELIGION: A STUDY AT UNIVERSITY MALAYSIA SABAH, LABUAN INTERNATIONAL CAMPUS." International Research Journal of Shariah, Muamalat and Islam 2, no. 4 (June 15, 2020): 83–103. http://dx.doi.org/10.35631/irjsmi.24008.

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The research tries to answer the question of ‘does religion, education, and social surroundings play a role in developing a student’s ethical behavior?’ To understand more on the topic, I have surveyed students at the Labuan branch of University Malaysia Sabah in Malaysia, a public university where most of the students are taking a first degree in Business and Computer Studies. Using a survey questionnaire, I test five important hypotheses: whether ethical attitudes are affected by religiosity, religion, social life, university education, and by what happens around them at home. The objective of the survey is to determine whether their awareness of ethical conduct is based on their religion, courses taken at the university, or other external factors. The result of the survey will show whether ethical awareness is determined by internal factors such as religion and home education, or by external factors such as university and school education, courses taken at the university or their social life.

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Nguyen, Linda, Andrea Chester, Anne Herbert, and Alison Lugg. "First Year Transition Through a Cultural Lens: Face Strategies of Vietnamese Students." Student Success 11, no. 2 (October 16, 2020): 82–90. http://dx.doi.org/10.5204/ssj.1675.

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While Vietnamese students continue to enrol in international branch university campuses in Vietnam, little is known about the Vietnamese first year transition into these institutions, especially from a cultural perspective. This article presents the findings of four case studies that explored the face strategies used by Vietnamese undergraduate business students in transition to an international branch campus based in Vietnam. The use of collectivist and individualist face strategies was examined in three phases: at commencement, mid-way and at the end of the first year of studies. The findings suggest that collectivist face strategies might not be employed as often as expected by Vietnamese first year students in this context even though they transition from a Confucian heritage culture. Understanding face strategies can help anticipate challenges of Vietnamese students studying in English-medium environments and inform culturally sensitive practices in teaching and learning.

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Wilkins, Stephen, and Jeroen Huisman. "International student destination choice: the influence of home campus experience on the decision to consider branch campuses." Journal of Marketing for Higher Education 21, no. 1 (June 2011): 61–83. http://dx.doi.org/10.1080/08841241.2011.573592.

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Clarke, Lauren. "'To Educate and Liberate?'." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 15–35. http://dx.doi.org/10.32674/jcihe.v13i5.3655.

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The international branch campus is a model of transnational higher education that establishes institutional outposts abroad to expand student access, collaborative research, language proficiency, and recognized degree programs to participants. The growing body of literature on IBCs presents this phenomenon as an exercise in intercultural managerial effectiveness, which overlooks its role in the perpetuation of colonial constructs, narratives, and practices. This article critiques the impact of IBCs on host cultures through postcolonial and decolonial theory, asserting that meaningful transnational collaborations are predicated on dismantling hegemonic belief systems as well as structural legacies of colonial relations.

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