International Branch Campuses in the United Arab Emirates and Qatar:

Abstract

論 文 human capital, fostering the innovation that stimulates economic development and sustainability (The Middle East Institute, 2010). For example, "Arab Human Development Report: Building a Knowledge Society", a publication by the United Nations Development Programme, observes that higher education would be the way for the Arab world, including the UAE and Qatar, to develop a pool of skilled knowledge workers in order to sustain its long-term economic growth in the global knowledge economy (UNDP, 2009). The Gulf region has one of the highest proportions of youth in the global community (TresVista, 2010). Over half the population of the Arab states is under the age of 18, and demand for access to higher education is growing (Romani, 2009). However, this report also indicated that most higher education institutions in the region were failing to produce enough qualified graduates with skills that serve the needs of the emerging knowledge economy. Since public higher education institutions cannot accommodate the increasing numbers of secondary graduates, the private sector is fulfilling the demand (Bertelsen, 2009). Given the above, a significant trend in the UAE and Qatar is to invite foreign universities to establish International Branch Campuses (IBCs). According to the Observatory on Borderless Higher Education (OBHE), the number of IBCs worldwide

Arabicization or Englishization of higher education in the Arab world? Controversies, policies and realities

“…It has campuses for international universities such as the University of Birmingham, Heriot-Watt University, the University of South Wales, and the University of Bradford. Likewise, Qatar has now campuses for international higher education institutions such as Carnegie Mellon University, Texas A & M University and Texas A & M University (see Hanada, 2013 ). Recently, Egypt has started to attract IBCc to its New Administrative Capital.…”

“…The last three decades have seen major developments in establishing the above-mentioned EMI universities and programs in all regions of the Arab world (see Hanada, 2013 ; Lane, 2018 ; Abdel Latif, 2023 ). This wider adoption of EMI policies is not limited to the Arab Gulf states and some Arab countries such as Egypt, but it also encompasses Maghreb countries (i.e., Algeria, Morocco and Tunisia) in which French is used as a second language.…”