International Educator - September/October 2019 - 35

each one to be a full-fledged campus,
each differentiated, and each allowing
faculty and students and their partners
opportunities that can be multiplied."
Other U.S. institutions are taking
their international campus model to
another level, moving into joint ventures
with institutions in the host country.
Duke Kunshan, the outcome of a
partnership between Duke University
and Wuhan University in China,
launched as a stand-alone institution
in 2014 with graduate programs
and semester-long programs for
undergraduates from Duke and other
institutions. Last fall, it admitted its first
undergraduate class of 266 students from
27 countries, including 175 from China.
Not all partners are academic
institutions. In Costa Rica, Texas Tech
University launched a branch campus
in partnership with Promerica Group,
a financial institution seeking to lower
the cost of higher education in Central
America. With the growing pressure on
higher education institutions to prepare
students for the global marketplace, the
branch campus model may continue to
evolve to include nontraditional partners.

COURTESY GEORGE MASON UNIVERSITY (3)

Strategies for Success
Just as the model has changed with the
trends of the field, the profile of the
players involved has shifted as well.
Institutions from English-speaking
nations are no longer the only exporters
of branch campuses (see chart, p. 32).
Russia has become a significant player
across the former Soviet Union, and
China is beginning to explore how its own
institutions can offer branch campuses
throughout the region, according to Kinser.
"It's no longer just the Western institutions
moving to the East," he says. "There's a new
recognition of education as an export."
Students at Mason Korea, George Mason
University's campus at Incheon Global Campus
near Seoul. GMU shares the facility with
Ghent University, SUNY/Stony Brook, and the
University of Utah.

In this evolving environment,
institutions must exercise due
diligence-focused both on financial
realities and the ability to support strong
academic programs far from the home
campus. All levels of leadership need to
think of branch campuses as a "start-up
operation," Kinser says.
"You need to give that branch
campus the opportunity to be innovative
and improvisational at the same time as
you're managing your oversight," he says.
"That can be a pretty significant shift for
a campus that hasn't done that before."
Other strategies shared by experts:
Start small. "The programs that
have been successful started small, with
a plan to grow that built on the early
successes," says Kinser. "Instead of going
in with a full plan, they started with one
small aspect and built up to be more
comprehensive in their programs."
Understand the host country.
Cultural differences, labor regulations,
and the political realities on the ground
are all factors to consider. "In each place,
you have to establish a social compact,"
Northeastern's Aoun says. "You're not
there based on an export model where
you have all the answers. We learned
quickly that the best approach is to be
in a listening mode and understand

what kinds of needs and opportunities
[stakeholders] have and how you can fit
them together."
Get leadership buy-in. Leaders
selected to run branch campuses must
balance institutional culture with the
culture of the host country, says Disu.
They also must have strong connections
with their counterparts on the home
campus. GMU, for example, paired senior
leaders in Korea and Virginia "to make
sure the culture is consistent," she says.
Address limitations. Difficult
questions may arise about the
appropriateness of establishing
campuses in countries with authoritarian
governments and the potential impact on
students and faculty. "Academic freedom
is a really big concern we don't spend
enough time talking about," Kinser says.
These issues should be resolved with
host governments early on. Students
at Duke Kunshan, for example, have
unfettered access to the internet
through Duke's virtual private network
(VPN) as part of an agreement with the
Chinese government.



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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