Table 1 - uploaded by Nnamdi O. Madichie
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In its bid to be at the forefront of higher education in the Arabian Gulf region, the United Arab Emirates (UAE) has embarked upon major internationalisation initiatives. This paper documents the extent of these efforts in the light of observed challenges. Our paper provides some practical/social implications for foreign universities - past, presen...
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... a recent review of a global marketing textbook seems to suggest that exports and franchising offered a risk-free alternative to the more appealing (due to the high degree of control associated with it) direct investment (see Lee & Carter, 2009;Madichie, 2010). Extending this to the context of higher education, the idea of foreign universities entering an international market by whatever name or means -whether home grown or established from the ground up by a local private entrepreneur or by government (see typologies in Table 1) indicatesd two distinct modes of entry. One is the establishment of branch campuses, and the other is franchising, both of which are compared in Table 2, using distinct criteria compiled specifically for our purposes in this study. ...
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... Various initiatives are put in place to attempt to counteract this trend, including strategic adaptive recruitment policies which positively discriminate toward national citizens to encourage their applications, yet the situation remains. With the growing number of higher education institutions in the UAE, more expatriate faculty should be expected in coming decades (Austin et al., 2014, Madichie & Kolo, 2013. ...
An academic’s life is acknowledged to be one with constant pressure to publish, as well as fulfilling teaching and other tasks. Much has been written about the academic mother’s experience, where professional gain is often reported to be at personal expense. Academic fathers’ experiences are less explored, and usually situated within their own home countries. This article presents qualitative narrative research of male faculty parents working in the United Arab Emirates in the Arabian Gulf. The ways in which the academic fathers ‘perform’ fatherhood, strive to find balance in their lives and create space for the necessary work of academic research, are explored. The findings indicate that where work pressures are experienced, their home support systems (namely spousal support, but also paid domestic help) compensated for this in a way which does not appear to incur self-sacrifice or career impact. The academic fathers generally reported feeling supported and validated by their organizations and host country.
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... Currently, some British, American, and Australian universities operate franchise universities as independent, stand-alone institutions offering franchised academic programs from different foreign providers (Knight 2016). Madichie and Kolo (2013) document the success of franchise universities in the United Arab Emirates, noting their higher local reputation as opposed to international branch campuses. Some offer cutting-edge disciplines, such as nanotechnology, aerospace engineering, or forensic science (Madichie and Kolo 2013), which boost the popularity of these institutions. ...
... Madichie and Kolo (2013) document the success of franchise universities in the United Arab Emirates, noting their higher local reputation as opposed to international branch campuses. Some offer cutting-edge disciplines, such as nanotechnology, aerospace engineering, or forensic science (Madichie and Kolo 2013), which boost the popularity of these institutions. ...
This study examines joint-degree training in a higher education context in Vietnam, especially its different operation and quality management aspects. First, it reviews program mobility in international practices, from which it identifies critical requirements for maintaining quality and sustainable transnational partnerships. It then discusses the rationales, government policies, recent developments, and key issues related to joint-degree training operations in Vietnam. Using data collected from administrators, teaching staff, and students of selected Vietnamese universities who are involved in delivering collaborative programs, this study further explains management, teaching, learning, and quality assurance aspects and provides implications for local institutions, academics, and students engaged in cross-border partnerships.
... Service firms may enter foreign markets using a variety of entry modes: export, licensing, joint ventures, or establishing a subsidiary abroad (Blomstermo et al., 2006). The factors determining entry mode choice include the varying levels of control, resource commitment, and risk (Anderson & Gatignon, 1986;Blomstermo et al., 2006;Goi, 2015;Javalgi & Martin, 2007;Madichie & Kolo, 2013). World Trade Organisation (WTO) distincts the following market entry modes for business firms: consumption abroad (international consumers), cross-border supply, delivery abroad, commercial presence. ...
... The entry into a foreign market is likely to be complicated by several factors related to the host market, such as host government policy, culture, physical distance, etc.; therefore, market selection is important. The factors that determine the entry mode choice include the varying levels of control, resource commitment, and risk (Anderson and Gatignon 1986;Blomstermo et al. 2006;Madichie and Kolo 2013;Goi 2016). ...
... The entry into a foreign market is likely to be complicated by several factors related to the host market, such as host government policy, culture, physical distance, etc.; therefore, market selection is important. The factors that determine the entry mode choice include the varying levels of control, resource commitment, and risk (Anderson and Gatignon 1986;Blomstermo et al. 2006;Madichie and Kolo 2013;Goi 2016). Adm. Sci. ...
Higher education institutions (HEIs), especially latecomer institutions, continue to regard exporting education services by creating a commercial presence in a foreign country with caution. The purpose of this paper is to investigate ways of creating and managing international branch campuses (IBCs) and to elaborate recommendations for universities on establishing a branch campus as an entry into the foreign education market. In order to reach this aim, we analyse the trends of IBC development in higher education in the last 30 years, compare the theory and concepts of service export in business and in higher education and, finally, conduct a case study on seven IBCs globally. The analysis shows clear synergy between business theory and higher education (HE); however, no obvious coherence is discovered between the IBC establishment practices and the traditional Uppsala internationalisation model used in international business practices. This research continues by verifying the coherence of IBCs with the revisited Uppsala model based on the relationships and market commitment.
... A study (Wilkins, 2010) indicates an oversupply of higher education in the UAE, which has subsequently increased the levels of competition. Previous authors (Madichie and Kola, 2013) have observed that both franchising and direct investment are the most dominant approaches to the internationalisation of higher education in the UAE. They also indicate the interest of local universities in adapting a foreign or international curriculum. ...
This paper explores the dynamics of the internationalisation of higher education in the Gulf region. Exploring the presence of foreign universities, international curricula, programmes, students and academic staff, it pays particular attention to the learning mobility of students from the region. Consequently, the aim of this piece of research is to explore the current learning mobility among the GCC countries. The study makes use of secondary data from the UNESCO Institute for Statistics (UIS) on the global flow of tertiary-level students and a survey conducted especially for this study among students from the Gulf region. Considering the literature explored and based on data from UIS and the survey conducted, it seems that higher education in the Gulf region has expanded and that the presence of foreign universities, international curricula, programmes, students and academic staff is a positive experience overall. Although learning mobility has been stimulated in the region, much of it is regionally driven. It seems that the growth of inward learning mobility is not proportional to the growth of foreign universities in the region. The growth of outward learning mobility is predominantly driven by scholarships and the potential for growth on inward and outward learning mobility seems likely to increase in the future. The Gulf countries may enhance learning mobility through multilateral learning and research cooperation by means of scholarships and regulated commercial activities. To emerge as an international education hub, the Gulf countries must become an attractive destination for students from outside of the region as well. The region may wish to draw relevant lessons from regions such as the European Union to stimulate learning mobility.
... The study finds that students' perception of a university's brand orientation significantly moderates the relationship between service quality, loyalty, and WOM communication behaviour Warwick (2014) Literature review/multiple case study (four cases of UK universities, p. 96) Contemporary universities are international businesses and as such should give more serious consideration to how their internationalisation strategy is managed. UK universities need to pay more attention to their internationalisation strategies Madichie and Kolo (2013) Personal observations and informal conversations ...
... Indeed, in England and Wales, the DfES (2003) recommends that enterprise learning is integrated throughout the curriculum. Overall the higher education market has become very competitive in recent years (Skinner and Blackey, 2010) prompting numerous attempts at consolidation of faculties/departments, new course launches, aggressive internationalisation (Madichie and Kolo, 2013;Fitzpatrick et al., 2012;Paswan and Ganesh, 2009) and now unintentional demarketing of traditional provisions (see Madichie, 2014). However, while it might have been entrepreneurial (Leitch and Harrison, 1999) to see the value of hip-hop artistry in poetry, as epitomised by the University of Missouri's English department, there are lingering questions as to whether these should be considered full-blown courses in their own right rather than topics or case studies embedded within courses. ...
The purpose of this paper is to highlight the strategies undertaken by “entrepreneurial” universities to leverage their bottom-line especially in response to withdrawals of public funding. Internationalisation has been the most prominent from setting-up overseas branch campuses to aggressive recruitment drives for international students, and more recently, the launch of new programmes to attract a wider market.
Based on a documentary analysis, this study explores the future of curriculum development in entrepreneurial universities, using narratives around an “unconventional course” launch as a case illustration.
The findings reveal an interesting interaction of innovation, opportunity recognition, risk taking and pro-activeness at play within a university environment. The study also highlights how instructors have, in the past, based their syllabi on celebrities – from the Georgetown University to the University of South Carolina, University of Missouri and Rutgers University cutting across departments from English through sociology to Women’s and Gender Studies.
Overall this study captures the relationship between hip-hop artistry and poetry, as well as meeting the demands of society – societal impacts – not the least, bringing “street cred” into the classroom.
... The standardise/adapt debate has a long history (Levitt, 1983;Boddewyn et al., 1986;Wind, 1986;Leonidou, 1996;Papavassiliou and Stathakopoulos, 1997;Terpstra and Sarathy, 2000;Ryans et al., 2003;Roper, 2005;Schmid and Kotulla, 2011) -and is more prominent in the context of multinational corporations or MNCs seeking a foothold in foreign markets and/or locations. A notable example of this trend can be seen in the higher education sector with the surge of international branch campuses from North to South (see Wilkins and Huisman, 2011;Madichie and Kolo, 2013). This internationalisation has been mostly from the developed countries to developing, frontier or emerging markets -notably from North America, Australia and Western Europe to the MENA (and most notably the Arabian Gulf) -with an attractive demographic profile (heavy youth population and increasing GDP per capita as epitomised in the particular cases of Qatar and the UAE). ...
... What are the marketing mix elements in this sector? Taken from the standpoint of the teaching curriculum, a range of studies have been investigated a plethora of areas -from dimensions of knowledge sharing in China-UK higher education alliances (Li et al., 2014); to issues surrounding the unintentional demarketing of higher education (Madichie, 2014); internationalisation of higher education in the UAE (Madichie and Kolo, 2013); Brennan's (2004) academic-practitioner divide; the Global Text Project (Pitt et al., 2009); Bridging the relevance gap (Starkey and Madan, 2001); a call to arms for applied marketing academics (Tapp, 2004a); and the changing face of marketing academia (Tapp, 2004b). ...
... This study reached the conclusion that most research on international marketing standardisation/adaptation have been "characterised by non-significant, contradictory, and, to some extent, confusing findings attributable to inappropriate conceptualisations, inadequate research designs, and weak analytical techniques". This observation inherently suggests the need for studies with appropriate conceptualisations such as the standardisation vis-à-vis adaptation of the business education curricula especially in the context of internationalisation of higher education and the delivery of learning and teaching in foreign environments and/or regions such as the MENA (see Madichie and Kolo, 2013). In the following section the current study outlines efforts, by providing the research design geared towards verifying (either confirming or refuting) prior findings of studies reviewed in this section -highlighting the complexities of standardisation/adaptation by multinationals -albeit taken from the purview of business and management provision in MENA business education. ...
... The sustainability of HE internationalisation has attracted some debate in recent years -from the entry mode strategies right through the attendant resource commitment, and risk levels of key players in the sector (see Calderwood, 2011). Indeed, Madichie and Kolo (2013) explored the opportunities and challenges from the context of a single country in the Middle East and North African (MENA) -i.e., the United Arab Emirates (UAE). ...
... However, the common denominators for two identified typologies (i.e., branch campuses and franchises/strategic partnerships) of higher education institutions (HEIs) remain survivability and profitability, which can translate into either success or failure. According to Madichie and Kolo (2013), for instance, the common denominators can be measured in terms of three key factors -student enrolment; resource commitment and/or constraints; and the quality of faculty and staff. While these denominators are arguably interrelated and complementary, they also seem to be mutually exclusive events in terms of their medium to long-term implications for the success of HEIs -and especially so in the MENA region. ...
... While these denominators are arguably interrelated and complementary, they also seem to be mutually exclusive events in terms of their medium to long-term implications for the success of HEIs -and especially so in the MENA region. In the particular case of the UAE, these challenges have often impacted upon the survivability of foreign HEIs differently -especially in terms of branch campuses vis-à-vis franchised HEIs (see Madichie and Kolo, 2013). Nonetheless, challenges persist -from access to a global pool of expertise for the governance, administration and instruction (talent management); to issues of identification with established 'brand' names; quality control of programmes and operations due to accreditation requirements by both international (e.g., AACSB and Equis) and national certification entities (e.g., Ministries of Higher Education); robust support of alumni; and widespread support of corporations keen on demonstrating and/or promoting their corporate social responsibility/sustainability programmes; as well as employability concerns -for these HEIs. ...
This is a guest editorial setting the tone for articles featured in a special issue.
... The sustainability of HE internationalisation has attracted some debate in recent years -from the entry mode strategies right through the attendant resource commitment, and risk levels of key players in the sector (see Calderwood, 2011). Indeed, Madichie and Kolo (2013) explored the opportunities and challenges from the context of a single country in the Middle East and North African (MENA) -i.e., the United Arab Emirates (UAE). ...
... However, the common denominators for two identified typologies (i.e., branch campuses and franchises/strategic partnerships) of higher education institutions (HEIs) remain survivability and profitability, which can translate into either success or failure. According to Madichie and Kolo (2013), for instance, the common denominators can be measured in terms of three key factors -student enrolment; resource commitment and/or constraints; and the quality of faculty and staff. While these denominators are arguably interrelated and complementary, they also seem to be mutually exclusive events in terms of their medium to long-term implications for the success of HEIs -and especially so in the MENA region. ...
... While these denominators are arguably interrelated and complementary, they also seem to be mutually exclusive events in terms of their medium to long-term implications for the success of HEIs -and especially so in the MENA region. In the particular case of the UAE, these challenges have often impacted upon the survivability of foreign HEIs differently -especially in terms of branch campuses vis-à-vis franchised HEIs (see Madichie and Kolo, 2013). Nonetheless, challenges persist -from access to a global pool of expertise for the governance, administration and instruction (talent management); to issues of identification with established 'brand' names; quality control of programmes and operations due to accreditation requirements by both international (e.g., AACSB and Equis) and national certification entities (e.g., Ministries of Higher Education); robust support of alumni; and widespread support of corporations keen on demonstrating and/or promoting their corporate social responsibility/sustainability programmes; as well as employability concerns -for these HEIs. ...
... The sustainability of HE internationalisation has attracted some debate in recent years -from the entry mode strategies right through the attendant resource commitment, and risk levels of key players in the sector (see Calderwood, 2011). Indeed, Madichie and Kolo (2013) explored the opportunities and challenges from the context of a single country in the Middle East and North African (MENA) -i.e., the United Arab Emirates (UAE). ...
... However, the common denominators for two identified typologies (i.e., branch campuses and franchises/strategic partnerships) of higher education institutions (HEIs) remain survivability and profitability, which can translate into either success or failure. According to Madichie and Kolo (2013), for instance, the common denominators can be measured in terms of three key factors -student enrolment; resource commitment and/or constraints; and the quality of faculty and staff. While these denominators are arguably interrelated and complementary, they also seem to be mutually exclusive events in terms of their medium to long-term implications for the success of HEIs -and especially so in the MENA region. ...
... While these denominators are arguably interrelated and complementary, they also seem to be mutually exclusive events in terms of their medium to long-term implications for the success of HEIs -and especially so in the MENA region. In the particular case of the UAE, these challenges have often impacted upon the survivability of foreign HEIs differently -especially in terms of branch campuses vis-à-vis franchised HEIs (see Madichie and Kolo, 2013). Nonetheless, challenges persist -from access to a global pool of expertise for the governance, administration and instruction (talent management); to issues of identification with established 'brand' names; quality control of programmes and operations due to accreditation requirements by both international (e.g., AACSB and Equis) and national certification entities (e.g., Ministries of Higher Education); robust support of alumni; and widespread support of corporations keen on demonstrating and/or promoting their corporate social responsibility/sustainability programmes; as well as employability concerns -for these HEIs. ...
This special issue sought contributions from scholars within the MENA and/or those with research interests in the region to submit papers of all kinds – from empirical, to conceptual, practitioner and viewpoint in a bid to bolster the scant literature on the region.
