Prestige-oriented market entry strategy: the case of Australian universities

Abstract

Through an exploratory case study of four Australian universities this article finds that foreign market entry strategies are shaped by prestige-seeking motivations and a culture of risk aversion. From the market selection, entry mode and higher education literature, a conceptual model, embedded with four propositions, is presented. The model sees market selection and entry mode as inter-dependent decisions which are influenced by manager and university motives, risk aversion and host government constraints in a gradual process of internationalisation. Among our key findings are that prestige is the key driver for university internationalisation and, due to a high degree of risk aversion, universities prefer zero-equity modes unless risk can be minimised or accommodated through suitable hedging strategies.

Internationalization in German Academic Libraries: Moving beyond North American Perspectives

“…7 A fifth points to "prestige in the form of reputational impact" as a significant form of internationalization. 8 And a sixth views internationalization as inextricably tied to financial rationales: "While internationalization is often touted as one of the major benefits for countries hosting overseas students, the true motivations may be largely economic." 9 All of these different definitions and perceptions of what internationalization means to higher education in North America can be connected to academic libraries.…”

Looking Back: Reviewing the Challenges of Policy Development During the COVID-19 Pandemic for a TNE Partnership in Higher Education

“…TNE is now increasingly seen through a business lens, and one frequently comes across terms such as "export", "industry", and "market" in this context. Although there is plenty of research on the financial implications and risks of running a TNE program (Wilkins and Huisman, 2012;Tayar and Jack, 2013), studies on the risks involved in the delivery of education in such programs are non-existent. Therefore, with the background experience and knowledge of the management team, it was felt appropriate to apply scenario planning and crisis management to manage the unforeseen circumstances and rapidly worsening situation with the aim of ensuring successful continuation of student learning activities.…”