This is a summary of the journal paper: Wilkins, S. (2020). Two decades of international branch campus development, 2000–2020: a review. InternationalJournal of Educational Management, 34(7), 1151–1167.https://doi.org/10.1108/IJEM-08-2020-0409
Over the past 20 years, international branch campuses (IBCs) have become one of the most visible forms of
transnational education (TNE). From fewer than 100 in 2000 to more than 260 by 2017, these campuses have shaped higher education across regions as diverse as the Middle East, Asia, and Africa. But their story has been one of both expansion and growing pains.
What Are IBCs?
An international branch campus is a physical outpost of a foreign university, operating under the parent
institution’s name, brand, and quality assurance. They aim to provide students abroad with a learning experience similar to that of the home campus, often including entire degree programmes.
Why Do Institutions and Countries Establish IBCs?
Universities see IBCs as a way to diversify income, expand global presence, attract new students, and build reputation.
Students choose IBCs for lower-cost access to foreign degrees, better career opportunities, and an “international experience” without going abroad.
Host countries welcome IBCs to boost higher education capacity, reduce skills gaps, and position themselves as regional education hubs.
Successes and Struggles
The early 2000s were often described as an “education gold rush,” with countries like the UAE, Qatar, Malaysia, and
Singapore becoming hotspots. Some campuses thrived, building large, purpose-built sites with thousands of students.
Others failed, closing due to low enrolments or financial losses.
Key challenges include:
- Difficulty in achieving profitability (many take 5–10 years to break even).
- Balancing quality assurance requirements across both home and host countries.
- Meeting student expectations for facilities, teaching, and international exposure.
- Navigating political and cultural requirements in host countries.
The Student Perspective
Research shows mixed levels of satisfaction. While many students value the employability boost and English-language learning, others have reported gaps in teaching quality, resources, and facilities compared to home campuses. Still, IBC graduates often perform well in the labour market, with employers noting their adaptability and international outlook.
Host Country Impact
For governments, IBCs can:
- Address higher education capacity shortages.
- Reduce “brain drain” by keeping students local.
- Support innovation and knowledge economies
- Yet their long-term impact on national higher education quality remains debated.
The Future of IBCs
The growth rate has slowed since the mid-2010s, as markets matured and competition increased. However, new IBCs are still emerging—in places as varied as Uzbekistan, Egypt, and India. Importantly, flows are no longer just from “developed to developing” countries; now we see models like Lancaster University in Germany and Chinese universities establishing campuses abroad.
Some argue the model may be unsustainable, while others see it evolving. Smaller “micro-campuses,” hybrid
partnerships, and government-backed initiatives suggest IBCs will continue, but in more diverse forms.
Takeaway
Despite financial risks and uneven student experiences, IBCs remain a significant force in global higher education. Their survival depends on one condition: they must continue providing real benefits to universities, students, and host governments—especially where demand for higher education outpaces supply.
Reference
Wilkins, S. (2020). Two decades of international branch campus development, 2000–2020: a review. InternationalJournal of Educational Management, 34(7), 1151–1167.https://doi.org/10.1108/IJEM-08-2020-0409