Tracing the development of international branch campuses: from local founding waves to global diffusion?

Kosmützky, Anna

doi:10.1080/14767724.2018.1512044

Cited by 17 publications

(14 citation statements)

References 62 publications

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“…The economic activity of the home country had no significant effect on determining the extensive margin of IBCs, meaning that the creation of cross-border educational links was solely determined by host demand. The HE literature generally supports the idea that local demand for IBCs exists in order to foster and drive economic development, growth and wealth in the host countries (Altbach, 2002a;Kosmützky, 2018;Miller-Idriss and Hanauer, 2011;Wilkins and Huisman 2012).…”

Section: Economic Determinantsmentioning

confidence: 90%

Cross-Border Higher Education: The Expansion of International Branch Campuses

2022

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The international expansion of higher education has intensified in recent decades with a rapidly growing number of international branch campuses appearing on the scene. This study investigates the economic, cultural and institutional, and educational determinants of transnational higher education on both the extensive margin (number of international branch campuses), and the intensive margin (the total number of educational programmes offered). Using the gravity equation, we applied fixed-effect empirical methods to a panel dataset that combined and extended the raw data from campuses and master’s programmes in 33 source countries and 76 host countries in the period from 1948 to 2016. Estimates reveal that although cultural, economic and institutional ties foster cross-border educational relationships, their effect differs significantly from one margin to another. The study highlights the relevance of globalisation, research activities, and aggregate demand in international higher education.

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Section: Economic Determinantsmentioning

confidence: 90%

Cross-Border Higher Education: The Expansion of International Branch Campuses

2022

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“…On the other hand, the hosts of international branch campuses might face a significant loss of autonomy and independence in decision-making about curricula, quality standards and in the configuration of key elements of their higher education system. (2018: 471)…”

Section: Framing Tnhe As a Debatementioning

confidence: 99%

Reflections of (Dis)location: What is “Intercultural Communication” in Transnational Higher Education English-Medium Instruction?

Reynolds

2021

RELC Journal

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Debates around the impact of English-medium instruction (EMI) as part of transnational higher education (TNHE) typically focus on macro-level impacts on host country languages, cultures, and economies. Adopting the methodology of institutional ethnographies, this reflective study narrates how I came to find problematic such totalizing narratives of TNHE. The object of my reflections is an undergraduate English elective course, Communicating in the Global Marketplace, first taught on the main campus in Pittsburgh, USA, of a TNHE institution, which I then participated in “(dis)locating” (Edwards and Usher, 1997) to a branch campus in Qatar. The study illustrates how emic perspectives on course design and delivery open up TNHE as a process of meaning-making. Analysis of course artefacts (course descriptions, reading lists, and assignments) from offerings on both campuses point to opportunities educators in the process of TNHE have to question language ideologies in EMI, consider “imagined communities” (Norton and Pavlenko, 2019) when marketing courses for prospective students, and frame both transnational “encounters” (Vora, 2014) and our understanding of what is “intercultural” in transnational EMI.

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“…The latter are often perceived as inferior or deficient, a problem that could be addressed with a relational and non-normative understanding of mobilities and immobilities (Breines et al, 2019;Finn & Holton, 2019). Third, international degrees are constituted by more than the (im)mobilities of students, as higher education institutions themselves have become increasingly mobile actors offering their degrees transnationally through partnership agreements or offshore campuses abroad (C- BERT, 2017;Gunter & Raghuram, 2018;Kosmützky, 2018).…”

Section: Theorising Knowledge Mobilitiesmentioning

confidence: 99%

Transnational spaces of education as infrastructures of im/mobility

Kleibert

2021

Trans Inst British Geog

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This is an open access article under the terms of the Creat ive Commo ns Attri butio n-NonCo mmerc ial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. The information, practices and views in this article are those of the author(s) and do not necessarily reflect the opinion of the Royal Geographical Society (with IBG).

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Tracing the development of international branch campuses: from local founding waves to global diffusion?

Cited by 17 publications

References 62 publications

Cross-Border Higher Education: The Expansion of International Branch Campuses

Cross-Border Higher Education: The Expansion of International Branch Campuses

Reflections of (Dis)location: What is “Intercultural Communication” in Transnational Higher Education English-Medium Instruction?

Transnational spaces of education as infrastructures of im/mobility

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