IIE Networker - Spring 2006 - (Page 35)

Feature CAMPUS A relatively novel feature of the internationalization of higher education is the recent emergence of the “international branch campus.” In this article we use the term to refer to the transnational delivery of courses from one country (the provider, or home country) to another country (the host country) in a campus setting. In North America the term branch campus is sometimes loosely used to denote an overseas location—or enclave—where North American students go to have a study abroad experience under the supervision of the home institution. We are interested, however, in the growth of new substantial campuses that offer a range of full programs rather than short study abroad experiences. While some of the students in international branch campuses may be home campus students, the majority of students are residents either of the host country or a third country. The full-service branch campus is a bricks and mortar presence, wholly or jointly owned and operated by the awarding institution, providing degrees taught face to face, supported by traditional physical infrastructure including library, laboratories, classrooms, and faculty and staff offices. Ideally, research and community engagement should be part of the profile, as well as teaching. It should be noted that the reality does not always International Branch By Grant McBurnie and Christopher Ziguras match the rhetoric—for marketing purposes, the term branch campus is sometimes used to designate something much less substantial, such as online courses with a local post office drop-off address, or a local shop front for course enquiries. There is no central registry, but the spread of international branch campuses can be gleaned from press reports, promotional materials and industry sources. The Observatory for Borderless Higher Education suggests there are approximately 100 branch campuses that fit the definition of “an entity trading directly as a branch of the parent institution, recruiting primarily local students, and attempting to replicate breadth of function of the parent institution (e.g. research as well as teaching).” The vast majority of these have been established since the mid1990s, and they are concentrated in the Middle East and Southeast Asia, with growth currently occurring in India, China and Central Asia (“Jewel in the Crown,” Observatory for Borderless Higher Education Breaking News, June 17, 2005). U.S. and Australian universities have the largest number of branch campuses, with smaller numbers operated by institutions based in the United Kingdom, Malaysia and Singapore. Most are branches of universities but some are polytechnics or vocational training colleges. Singapore’s Ngee Ann Polytechnic, for example, is establishing a campus in Shenyang (China), primarily for Chinese students, but also for their Singaporean students to gain international experience. The Malaysian-based University College of Technology and Innovation has embarked on an Indian Ocean strategy, with overseas campuses in Colombo (Sri Lanka), Karachi (Pakistan), Panipat (India) and Perth (Australia). There are numerous benefits for the host country. These include building local capacity and education infrastructure; reducing the outflow of domestic students, and the associated financial and brain drain; attracting foreign students who can contribute to intellectual The A branch campus involves a bricks-and-mortar presence in the host country, fully or jointly owned by the awarding institution. Institutional mobility is potentially a profound means of internationalization. richness as well as revenue, and may in turn stay on as skilled immigrants; and unquantifiable spin-offs such as technology transfer and the demonstration effects of foreign models of research, teaching and administration that can be adapted locally to build good practice. A major driver is the prestige that accrues to a countr y that hosts world-class

Table of Contents for the Digital Edition of IIE Networker - Spring 2006

IIE Networker - Spring 2006
Contents
Message from Allan E. Goodman
Up Front: The International Education Diary
The “Global Campus”: Andrew Heiskell Awards for Innovation in International Education
Paths to Global Competence: Preparing American College Students to Meet the World
Globalization and Higher Education: Eight Common Perceptions from University Leaders
The International Branch Campus
Investing in Communities and Capabilities Worldwide
Institutional Leadership Internationalizing the Campus through Institutional Leadership at University of California, Davis
International Students Could Anthropology Be an Answer to Exchange Students’ Cocooning?
Study Abroad The Study Abroad Superhero Search: A Practical Approach to Marketing Study Abroad on Campus
Internationalization in the UK UCL: London’s Global University
Community Colleges The International Negotiation Modules Project: Using Computer-Assisted Simulation to Enhance Teaching and Learning Strategies in the Community College
Country Focus: Brazil Institutionalization of International Education in Brazil
The Browser: Index of Advertisers

IIE Networker - Spring 2006

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