Global Integration Barriers at International Branch Campuses: The IBC Othering Loop

Autor/inn/en	Swenddal, Heather J.; Nkhoma, Mathews; Gumbley, Sarah Joy
Titel	Global Integration Barriers at International Branch Campuses: The IBC Othering Loop
Quelle	In: International Journal of Educational Management, 36 (2022) 4, S.593-605 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swenddal, Heather J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-07-2021-0312
Schlagwörter	Barriers; International Education; Multicampus Colleges; Foreign Countries; International Cooperation; Grounded Theory; Administrator Attitudes; Teacher Attitudes; College Faculty; Professional Identity; Educational Quality; Global Approach; Educational Attitudes; Administrative Organization; Intervention; Personnel Selection; Educational Trends; Asia; Australia + Suchen Sie Ihr Suchwort? Internationale Erziehung; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Lehrerverhalten; Fakultät; Quality of education; Bildungsqualität; Globales Denken; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Personalauswahl; Personalentscheidung; Bildungsentwicklung; Asien; Australien
Abstract	Purpose: The quality and market viability of international branch campuses (IBCs) depend upon their integration with university headquarters. Recent trends toward localizing branch-campus hiring have raised questions about the extent to which non-parent-campus lecturers will support global integration pursuits. This paper aims to examine IBC lecturers' orientations towards global integration, exploring how they identify themselves and their campuses as part of their wider universities. Design/methodology/approach: Employing constructivist grounded theory methodology, 37 lecturers and leaders at four Australian branch campuses in Southeast Asia were interviewed, engaging them in semi-structured discussions of their identities and experiences. Interviews were recorded, transcribed and analyzed using NVivo in an iterative process of theory development. Findings: Branch-campus lecturers interviewed generally construct their individual and campus identities as separate from their wider universities. Barriers to branch campuses' global integration include low organizational identification of lecturers, challenges in their relationships with headquarters colleagues and perceptions of cross-campus disparities in resources and students. Branch campuses' organizationally separate identities are enacted in practice, fueling a self-reinforcing "Othering Loop" that could undermine these campuses' quality and viability. Originality/value: This research is the first emic exploration of locally-hired branch-campus lecturers' views toward global integration. These findings provide an important corrective to the existing literature on this topic, challenging assumptions that localizing branch-campus hiring is the primary risk to integration. Multiple points of potential managerial intervention were identified, highlighting opportunities for university leaders to address contextual barriers and improve international branch campuses' global integration while continuing current trends toward localized hiring. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01