Which Students Are “International” at an International Branch Campus? Problematising “International” When Universities and Students Cross Borders

Lane, Jason E.; Farrugia, Christine

doi:10.4324/9781003138457-3

Cited by 8 publications

(6 citation statements)

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“…While none of the offshore campuses provides detailed breakdowns of their student populations’ nationalities, most of their websites make similar claims such as Georgetown University Qatar, which boasts that its ‘student population represents more than 50 different nationalities’ (Georgetown University Qatar, 2022). Although in a global comparison, relatively few students migrate to Qatar and the UAE (UNESCO Institute for Statistics, n.d.), numbers stated during my interviews corroborate existing research indicating that internationally mobile students from the three cities’ regional hinterlands, that is, from South Asia and other Arab states, do represent a significant share of overall tertiary students in Qatar and the UAE (Lane & Farrugia, 2022). For example, most internationally mobile students in Qatar come from Egypt, Yemen, Jordan, Palestine and India (UNESCO Institute for Statistics, n.d.).…”

Section: Doha Dubai and Ras Al‐khaimah As Tne Gateway Citiessupporting

confidence: 81%

“…Both the general populations of Qatar and the UAE consist mainly of foreign nationals residing in the country, mostly from South Asia and other Arab countries. Against this backdrop, fragmentary data and differing definitions of what is an international student make it difficult to paint a precise picture of who exactly studies at offshore campuses in the three cities (Lane & Farrugia, 2022). Table 1 shows that while offshore campuses are large in number, also compared to the number of domestic universities, they service relatively few students individually.…”

Section: Gateway Function One-connecting Internationalising Universit...mentioning

confidence: 99%

“…For example, most internationally mobile students in Qatar come from Egypt, Yemen, Jordan, Palestine and India (UNESCO Institute for Statistics, n.d.). Both countries have very high inward mobility rates of students, in the UAE, for instance, it is at 49% (Lane & Farrugia, 2022, p. 21). According to a manager, most of them are seeking a Western degree in a place closer to their own home country than the campuses’ main university and with lower costs involved.…”

Section: Doha Dubai and Ras Al‐khaimah As Tne Gateway Citiesmentioning

confidence: 99%

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Gateway cities for transnational higher education? Doha, Dubai and Ras al‐Khaimah as regional amplifiers in networks of the ‘global knowledge‐based economy’

Rottleb

2022

Global Networks

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This paper investigates how the developmental ambitions of governments to attract university offshore campuses to Doha, Dubai and Ras al‐Khaimah and these universities’ internationalization strategies affect the three cities’ positionalities. It links interdisciplinary literature on globally uneven geographies of higher education to geographical debates on the intermediating role of cities in regional and global economies. The paper conceptualizes the three cities as a triadic ensemble of gateways for transnational higher education (TNE), thereby contributing to further theorization of gateway cities. The paper shows that the three cities fulfil two crucial gateway functions. First, they connect internationalizing universities with particular student segments from their regional hinterlands seeking access to TNE. Second, they thereby amplify and disperse hegemonic regimes of the globalising knowledge‐based economy in their regional hinterlands. While all three cities share similar functions and rationales, they also have distinct positionalities rooted in different strategies of the respective governments.

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Section: Doha Dubai and Ras Al‐khaimah As Tne Gateway Citiessupporting

confidence: 81%

Section: Gateway Function One-connecting Internationalising Universit...mentioning

confidence: 99%

Section: Doha Dubai and Ras Al‐khaimah As Tne Gateway Citiesmentioning

confidence: 99%

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Gateway cities for transnational higher education? Doha, Dubai and Ras al‐Khaimah as regional amplifiers in networks of the ‘global knowledge‐based economy’

Rottleb

2022

Global Networks

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“…The model also emphasizes internationalization is a “collaborative and integrated ethos” where meaning of such is “discerned by each institution in the context of its unique mission and culture” and importantly with respect to DEI and IBCs, that leaders “recognize their institution and its agents in the broader local and global context” (ACE, 2023, para 1). The recognition of local contexts resonates with other research that has illustrated the IBC operations are influenced by the confluence of the political, cultural, and academic norms of both the home and host countries (Lane et al, 2018; Lane & Farrugia, 2022).…”

Section: Conceptual Frameworksupporting

confidence: 59%

The intersection of internationalization efforts and diversity, equity, and inclusion: The case of U.S.-based international branch campuses.

Borgos,

Schueller,

Lane

et al. 2023

Journal of Diversity in Higher Education

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U.S. higher education institutions are increasingly expanding their international efforts while simultaneously addressing diversity, equity, and inclusion (DEI) objectives. Yet, the nexus of internationalization and DEI remains murky. As one way to understand the intersection of internationalization efforts and DEI, this qualitative content analysis examines the prevalence, location, themes, and public availability of DEI statements found on websites of U.S.-based international branch campuses (IBCs). We focused on the extent to which home campus commitments to DEI are publicly replicated in international settings. While all home campuses had a DEI statement, findings illuminate a low prevalence of stand-alone DEI statements at the IBCs, with only 21 linking to or reposting the home campus statement and only six out of the 67 having DEI statements unique to the IBC context. Findings suggest that U.S. higher education institutions with IBCs are not replicating institutional DEI commitments as a public statement in the same way as on the home campus. This study also contributes to a richer understanding of how some IBCs navigate the tensions of enacting (or not) home campus DEI commitments within the differing local context in which they operate abroad.

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“…In both cases, students may want or need to be employable within the host and home countries. However, TNE students are situated differently since they are seemingly "international" students at seemingly "local" institutions (Lane and Farrugia, 2022). They receive a foreign education within the borders of an international yet domestic university and may aspire to use this duality to pursue professional opportunities in either the home or host country.…”

Section: Introductionmentioning

confidence: 99%

Transnational education, labor market outcomes and graduate employability: a scoping review

Schueller

2023

CDI

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PurposeThis scoping review aims to survey literature that covers employability preparation and labor market outcomes for graduates from transnational higher education institutions.Design/methodology/approachThis scoping literature review uses career ecosystems as a theoretical framework and the context-input-process-outcomes model as a conceptual framework.FindingsThis scoping review confirms a limited research base of approximately 50 sources that primarily use qualitative methods and socio-economic theories to center the student voice and focus on international branch campuses in the Middle East and Asia. Notably, there is a lack of focus on staff experiences regarding the process of preparing students for employment. The review also demonstrates the need for more research on career processes and outcomes in transnational higher education.Research limitations/implicationsThis scoping review is relevant to higher education institutions seeking to meet the challenges of preparing graduates for more than one national labor market. It has implications for universities' ability to attract students, develop relevant labor market preparation programming and understand whether the institution is addressing local employment needs. For researchers, it offers insight and impetus into the area of inquiry regarding transnational education, graduate labor market outcomes and employability.Practical implicationsPractical implications are drawn for students, parents, policymakers and transnational and non-transnational higher education institutions, as well as those who are engaged in providing international education and career advice.Social implicationsThis review offers insight into developing labor market-relevant TNE programming, which may be helpful both for host and home country transnational education stakeholders interested in impact.Originality/valueThis is one of the first reviews to systematically address literature about employability preparation and labor market outcomes for graduates from transnational higher education institutions; in using career ecosystems theory, this review offers a bridge between international higher education and career studies.

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Which Students Are “International” at an International Branch Campus? Problematising “International” When Universities and Students Cross Borders

Cited by 8 publications

References 0 publications

Gateway cities for transnational higher education? Doha, Dubai and Ras al‐Khaimah as regional amplifiers in networks of the ‘global knowledge‐based economy’

Gateway cities for transnational higher education? Doha, Dubai and Ras al‐Khaimah as regional amplifiers in networks of the ‘global knowledge‐based economy’

The intersection of internationalization efforts and diversity, equity, and inclusion: The case of U.S.-based international branch campuses.

Transnational education, labor market outcomes and graduate employability: a scoping review

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