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Country of origin and country of service delivery effects in transnational higher education: a comparison of international branch campuses from developed and developing nations
(Taylor and FrancisTaylor and Francis, 2016)
Over the last decade, international branch campuses have been established by universities from developing countries as well as developed countries. Little research has been conducted into students’ perceptions of branch ...
The effects of employee commitment in transnational higher education: the case of international branch campuses
(SAGE, 2017)
Higher education is a labor intensive activity and strong organizational performance depends upon employee commitment. This study analyses antecedents and consequences of employee commitment in universities that are involved ...
Talent management in transnational higher education: strategies for staffing international branch campuses
(Taylor and Francis, 2019)
The study investigates the practices of academic staff talent management at international branch campuses, with the aim of identifying a range of practical strategies that may address the unique challenges of managing ...
Establishing international branch campuses: a framework for assessing opportunities and risks
(Taylor and FrancisTaylor and Francis, 2016)
At the start of 2016, there were 230 international branch campuses operating worldwide, but of the campuses that were established since the mid-1990s, around 10 per cent have failed. The purpose of this article is to propose ...
The return of China’s soft power in South East Asia: an analysis of the international branch campuses established by three Chinese universities
(Palgrave Macmillan, 2019)
The purpose of this research is to investigate the relationship between China’s soft power and the international branch campuses (IBCs) established overseas by Chinese universities, and to identify which aspect of China’s ...
Achieving legitimacy in cross-border higher education: institutional influences on Chinese international branch campuses in South East Asia
(SAGE, 2018)
All universities must achieve legitimacy, as this is essential to attract students, staff and resources, including funding. In order to achieve legitimacy in transnational higher education, universities must conform to the ...
The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development
(Emerald, 2016)
Purpose
The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students’ prior learning, in programme delivery at international ...
The influence of organisational identification on employee attitudes and behaviours in multinational higher education institutions
(Taylor and Francis, 2018)
In order to operate effectively and efficiently, most higher education institutions depend on employees performing extra-role behaviours and being committed to staying with the organisation. This study assesses the extent ...
Institution strategy in transnational higher education: late entrants in mature markets – the case of international branch campuses in the United Arab Emirates
(Taylor and Francis, 2021)
Market entry timing strategies have been analysed by numerous scholars, but not in the context of higher education. Although there is to some degree consensus on first mover advantages, the research on late entry has been ...
Two decades of international branch campus development, 2000-2020: A review
(Emerald, 2021)
Purpose – The research aims to assess the achievements and challenges of international branch campuses (IBCs) to date, and to consider how IBC development may progress in the future.
Design/methodology/approach – The ...