Economic analysis of transnational education

Abstract

This paper considers the effects of a branch campus on the individual college education decision and the economic welfare of a developing country. There are a single domestic college and a single branch campus established by a foreign university. A graduate from the branch campus has an opportunity to emigrate and work abroad, earning a higher income, whereas a graduate from the domestic university is not allowed to work abroad. We derive the optimal quality of the branch campus for a profit-seeking operator and a benevolent government, respectively. Economic welfare consideration suggests that a low-quality branch campus is most probably beneficial whereas a high-quality branch campus may cause severe brain drain problems and be harmful to a developing country.college education, branch campus, brain drain,

Factors influencing career location preferences of international graduate students in the United States

“…Home countries may want to consider adjusting their funding policies toward more short-term education programs and funding the student for the duration of their education. Home countries may also want to promote and invest in 'exporting educational service' such as 'borderless education' (Lien 2006) and 'branch campuses' (Lien 2008). Such education formats do not necessarily require students to live in a foreign country to increase their human capital.…”

Implications of Globalization for Distance Education in the United States

“…Concurrent with this growth was the rapid establishment of branch campuses and Americanmodel institutions occurring after the mid-1990s. In 2005, the United States and Australia shared the distinction of having the largest number of cross-border campuses (Lien 2008 institutions of higher education. Recognizing the inherent benefits of branch campuses in reducing the "brain drain" phenomenon, governments and quasigovernmental agencies in developing countries often provide significant financial incentives to U.S. institutions.…”

Copy but Not Paste

“…It should be noted also that there is an ongoing debate about whether it is even necessary for the host institution to aim for full conformity of learning behaviours and teaching styles with those of the home institution. 8,23,[47][48][49][50] Regardless of the outcome of this debate, creating awareness among teachers and project leaders of differences in learning behaviours, and considering them in setting partnership objectives may well be prerequisite for successful CCPs.…”

“…These glocals seem to have a mixture of motivations compared with conventional exchange students. 48 According to the British Council and German Academic Exchange Service (DAAD) 43 many host students chose their crossborder curricula to develop their skills and advance their careers. Many students believe that crossborder education increases their hiring and promotion prospects espe-cially compared with other alternatives.…”