International Educator - September/October 2019 - 32

The Beginning of Branch Campuses
Higher education institutions have
forged a wide range of cross-border
programs over the years, including
partnerships, research projects, offices

Exporters and Importers
Top exporters of
branch campuses:

Top importers of
branch campuses:

United States (77)

China (32)

United Kingdom (38)

United Arab Emirates (32)

France (28)

Malaysia (12)

Russia (21)

Singapore (12)

Australia (14)

Qatar (11)
Source: C-BERT (2017)

32

INTERNATIONAL EDUCATOR S E P T + O C T.2019

abroad, and other joint ventures. To
qualify as an international branch
campus, however, the program must be
owned by and operated in the name of
the home institution and, importantly,
provide a complete degree-offering
academic program whose components
are "substantially" on site.
Georgia Tech-Lorraine, for example,
is an international campus and base for
undergraduate study abroad programs,
but it also houses full graduate programs
in engineering that are attended by
students from around the globe.
(Institutions may opt to call their
international offerings "branch," "global,"
or "satellite" campuses, but the terms
are largely based on how they want
their programs to be perceived, says
Kevin Kinser, professor and head of the
Department of Education Policy Studies
at Pennsylvania State University.)
By that definition, there are more
than 260 international branch campuses
worldwide, including those representing
more than 50 U.S. institutions, according
to statistics compiled by the Cross-Border
Education Research Team (C-BERT) and
the Observatory on Borderless Higher
Education (OBHE). The number of
international branch campuses has more
than tripled since 2000, and growth has
been almost constant between 2005 and
2017. (C-BERT and OBHE will update
their research in a report scheduled for
release in October 2019.)
For U.S. institutions, the earliest
international branch campuses were
"idiosyncratic," often one-off ventures
based on the institution's mission or
specific relationships forged abroad,
according to Kinser. Later on, they
tended to follow global macro trends.
After World War II, for example, branch
campuses helped the United States
establish postwar norms in international
relations; in the 1980s, an emphasis on
building relations with Japan led to a
proliferation of branch campuses there.
But since the late 1990s, most
international branch campuses have

(OPPOSITE PAGE) PHOTO ILLUSTRATION: ERIN FOSTER

When mechanical engineering student
Aria Amthor flew to France to spend
a semester at Georgia Tech's campus
in Lorraine, France, in the spring
of 2018, she had never left North
America-or traveled on a plane alone.
But as she spent her free weekends
traveling around Europe, Amthor
became immersed in another kind of
engineering: travel by train.
"I have a running theory that the
ideal sample of a European country can
be found in its public transportation,"
Amthor wrote in a blog post about her
travels. Among her observations, she
noted that "the Italians sang and played
guitar, the Germans passed around beer,
and on one train the French were so
utterly silent, I was too self-conscious to
eat a sandwich."
Located in the heart of Europe, the
Georgia Tech-Lorraine campus provided
Amthor with close access to her train
travel routes but also a home base to
reflect on her cross-cultural insights.
Georgia Tech is one of more than 50
U.S. institutions that have established
international branch campuses around

the world. With this increase, there
has been growing recognition that
these programs are more than revenue
generators for their home campuses. In
recent years, branch campuses from U.S.
institutions have become more strategic
and international, as institutions from
beyond the English-speaking world
launch satellite campuses of their own.
Given the highly competitive
environment of higher education, branch
campuses in targeted regions amplify
institutions' prestige and attract students
in new and growing markets. In some
cases, these campuses are part of an
overarching vision of how institutions are
internationalizing their overall offerings.
For other institutions, there are farreaching implications on international
student recruitment on the home campus
that are not yet fully understood.
"Mobility is national and global,"
says Joseph E. Aoun, president of
Northeastern University, which has
built a global university system of six
campuses in the United States, Canada,
and England. "We want our learners to
take advantage of this global platform
wherever they are."



International Educator - September/October 2019

Table of Contents for the Digital Edition of International Educator - September/October 2019

From the Desk of
In Brief
Global Spotlight: Chile
Quick Questions
Feature: Countering the Forces of Change
Feature: Raising the Bar
Feature: Branching Out
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - September/October 2019 - Cover1
International Educator - September/October 2019 - Cover2
International Educator - September/October 2019 - 1
International Educator - September/October 2019 - 2
International Educator - September/October 2019 - 3
International Educator - September/October 2019 - 4
International Educator - September/October 2019 - 5
International Educator - September/October 2019 - From the Desk of
International Educator - September/October 2019 - In Brief
International Educator - September/October 2019 - 8
International Educator - September/October 2019 - 9
International Educator - September/October 2019 - 10
International Educator - September/October 2019 - Global Spotlight: Chile
International Educator - September/October 2019 - Quick Questions
International Educator - September/October 2019 - 13
International Educator - September/October 2019 - 14
International Educator - September/October 2019 - 15
International Educator - September/October 2019 - Feature: Countering the Forces of Change
International Educator - September/October 2019 - 17
International Educator - September/October 2019 - 18
International Educator - September/October 2019 - 19
International Educator - September/October 2019 - 20
International Educator - September/October 2019 - 21
International Educator - September/October 2019 - 22
International Educator - September/October 2019 - 23
International Educator - September/October 2019 - Feature: Raising the Bar
International Educator - September/October 2019 - 25
International Educator - September/October 2019 - 26
International Educator - September/October 2019 - 27
International Educator - September/October 2019 - 28
International Educator - September/October 2019 - 29
International Educator - September/October 2019 - Feature: Branching Out
International Educator - September/October 2019 - 31
International Educator - September/October 2019 - 32
International Educator - September/October 2019 - 33
International Educator - September/October 2019 - 34
International Educator - September/October 2019 - 35
International Educator - September/October 2019 - 36
International Educator - September/October 2019 - 37
International Educator - September/October 2019 - Education Abroad
International Educator - September/October 2019 - 39
International Educator - September/October 2019 - International Student Affairs
International Educator - September/October 2019 - 41
International Educator - September/October 2019 - International Enrollment Management
International Educator - September/October 2019 - 43
International Educator - September/October 2019 - International Education Leadership
International Educator - September/October 2019 - 45
International Educator - September/October 2019 - Forum
International Educator - September/October 2019 - 47
International Educator - September/October 2019 - Take 5
International Educator - September/October 2019 - Cover3
International Educator - September/October 2019 - Cover4
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