Jeroen Huisman

Student Choice in Higher Education: Motivations for Choosing to Study at an International Branch Campus

The international branch campus has emerged as a prominent feature on the international higher education landscape. Although there exists a fairly substantial body of literature that has sought to identify the motivations or choice criteria used by international students to select countries and institutions, there has to date been little research on student motivations for studying at an international branch campus. This quantitative study, using the push-pull model of international student destination choice as its theoretical framework, involved 320 undergraduate and postgraduate students studying at branch campuses in the United Arab Emirates (UAE). It was found that the main motivations of students who choose to study at an international branch campus are different to those students who choose to study at home campuses. Thus, we propose a revised model of international student destination choice, which incorporates two distinct sets of push and pull factors—one that applies to the home campuses of Western universities and one that applies to international branch campuses. In addition to developing the theory on international student choice, our findings may be used by higher education institutions to better understand both their existing and potential students, with the view to applying segmentation techniques in their marketing activities.

Managing Offshore Branch Campuses An Analytical Framework for Institutional Strategies

The aim of this article is to develop a framework that encapsulates the key managerial complexities of running offshore branch campuses. In the transnational higher education (TNHE) literature, several managerial ramifications and impediments have been addressed by scholars and practitioners. However, the strands of the literature are highly scattered and not addressing the issues coherently and consistently. Therefore, in the first section of this article, we review the literature and highlight this fragmentation. In the second section, we borrow and explore a paradigm from the strategic management literature, known as the dichotomy of global integration (I) versus local responsiveness (R). This paradigm leads us to construct a multidimensional framework that proposes a perceptive insight into the field by reframing, reconceptualizing, and synthesizing the managerial complexities from a strategic perspective. It also highlights the hazards of taking polarized strategic stances (global integration or local responsiveness); the analysis suggests a “both-and” approach. We argue that the framework could be used as an analytical tool for TNHE institutions to reflect on their positions and potential change strategies.

An in-depth study on the impact of external quality assurance

After more than two decades of external quality assurance, there is an increasing interest in questions concerning the impact and effects of this activity. Following an external evaluation of NOKUT – the Norwegian quality assurance agency, this article studies the impact of external quality assurance in detail by analysing quantitative and qualitative feedback from those exposed to evaluations conducted by this agency. The study provides information on the impact of various methods used, how impact is perceived by students, staff and management within universities and colleges, and finally in what areas impact may be identified. A major finding is that impacts are perceived as quite similar regardless of the evaluation method.

On Cooperation and Competition: A Comparative Analysis of National Policies for Internationalisation of Higher Education in Seven Western European Countries

The focus of this article is on a comparison of the national policies for internationalisation in seven Western European countries (Austria, Germany, Greece, the Netherlands, Norway, Portugal, and the United Kingdom). In this comparison, it will be shown that the trend suggested in previous research of increasing economical rationales for internationalisation and mainstreaming of higher education have persisted during the past few years. In addition, the approach to internationalization in the seven countries has broadened and is no longer mainly about student and staff mobility. Finally, the article shows that changes in the higher education policy context, including international and global developments, have brought about reforms in the higher education systems of the countries; these developments, however, have no uniform impact on the higher education policy and systems.

The decision-making and changing behavioural dynamics of potential higher education students:The impacts of increasing tuition fees in England

Recent changes in the English tuition fee policies have spurred a debate on the impacts on student choices for higher education. Expectations range from a sharp decrease in participation in higher education to relatively little change in student demand. We surveyed 1549 year 12 sixth-form students from four institutions spread geographically across England. We have broadened the approach to the study of student choice by not only considering the impact of going to higher education or not, but have included in our choice scenarios the consideration of looking for cheaper higher education alternatives and of looking for higher education abroad. This brings our study from a focus on widening participation and access into the realm of the dynamics of increasing choice in a globalised world. The data suggest that financial issues are key influencers. We conclude that the English higher education system may be confronted with significant changes in student choice patterns, given the study’s finding that students show high levels of anxiety and consequently consider a much broader range of study options: within or outside higher education; in publicly funded or for-profit institutions; and in the UK or elsewhere.

Student recruitment at international branch campuses Can they compete in the global market

The majority of international branch campuses are located in competitive higher education hubs, such as Singapore and the United Arab Emirates. Many find themselves having to recruit students regionally, and some, even globally, which results in them competing head-to-head with the home campuses of well-respected Western universities. The purpose of this study is to identify the factors influencing the decision of international students to study at a particular university in the United Kingdom and to investigate their attitudes toward international branch campuses. The study involved a self-completed questionnaire administered to 160 international students. A logit model was developed that was able to significantly predict whether an individual student would consider study at an international branch campus. Reputation, quality of programmes, and rankings were found to be the strongest influences on student choice of institution, suggesting that these are the factors that international branch campuses should focus on to achieve sustainable competitive advantage.

Blurring boundaries: how the Bologna process changes the relationship between university and non‐university higher education in Germany, the Netherlands and France

Between 1998 and 2004, the higher education systems of Germany, France and the Netherlands underwent major changes. The changes were framed in the context of the Bologna process, and linked to the reform of degree structure towards a system of undergraduate and graduate cycles. This article investigates how a key feature of these systems was affected, the relationship between university and non‐university higher education. It demonstrates how the Bologna process was seized as an opportunity for adjusting policies defining the types of higher education institutions, their status and roles. Using institutional theory, it compares actor constellations and actor interaction in the policy process to explain similarities and differences. It finds that, while the two institutional types moved closer to each other in all three systems, the boundaries between university and non‐university higher education started to blur, and tensions emerged between the new degree structures and other elements of the institutional reality.

Barriers to International Student Mobility Evidence From the Erasmus Program

In this article, we look at the barriers to international student mobility, with particular reference to the European Erasmus program. Much is known about factors that support or limit student mobility, but very few studies have made comparisons between participants and nonparticipants. Making use of a large data set on Erasmus and non-Erasmus students in seven European countries, we look at the barriers for participation. Results reveal the overall impact of financial barriers but suggest that it is personal barriers that help us to better differentiate between Erasmus and non-Erasmus students. The analysis suggests a two-pronged approach to increase participation: one focusing on better information and communication and the other stressing the benefits of Erasmus mobility.

Student satisfaction and student perceptions of quality at international branch campuses in the United Arab Emirates

The international branch campus has emerged as a popular form of transnational higher education but to date little research has been undertaken on student perceptions and experiences, other than the student feedback evaluations conducted by institutions. This research employed a survey questionnaire to investigate student perceptions of study at international branch campuses in the United Arab Emirates (UAE), the country which hosts the largest number of branch campuses globally. Across the seven dimensions examined – programme effectiveness, quality of lecturers and teaching, student learning, assessment and feedback, learning resources, use of technology, and facilities/social life – it was found that students are largely satisfied. The findings refute many of the criticisms of international branch campuses in the literature, regarding quality, political or ideological issues.

Universities' Responses to Globalisation: The Influence of Organisational Culture.

This study sought to assess how and why some higher education institutions have responded to aspects of globalisation and, in particular how organisational culture influences universities’ responses to globalisation. Using a predominantly qualitative, mixed-methods approach, empirical research was used to explore the impact of globalisation at four Canadian universities. A multiple, case-study approach was used to achieve a depth of understanding to establish the universities’ culture, institutional strategies, and practices in response to globalisation. Several similarities and many differences were revealed in the institutional responses that are explained in terms of institutional culture. Suggestions are made for developing activities that would ensure culture becomes more entrepreneurial such that responses to globalisation are optimised.