operational capability that can be leveraged for further development and engagement. Interestingly, there is existing cross-European engagement in this area and so the option for a regional model is already in place.
UNIVERSIT Y AND CAMPUS
A MORE PERFECT UNION:
THE POTENTIAL OF EUROPEAN BRANCH CAMPUSES In a world where transferability, mobility and value are key, Europe, and in particular the EU, has tremendous potential and opportunity for increased activity in the field of branch campuses, says Christopher Hill. The question remains, however, as to whether this is a relevant form of development and if so, what form should it take? Literature largely focuses on branch campuses in emerging education systems, with a great deal of attention paid to Asia and the Middle East. With recent changes in Europe, there has been increasing interest in this region. As the uncertainty of a post-Brexit world looms large, UK institutions, in particular are looking to Europe as a venue for establishing branch campuses. SHIFTING SANDS In a post-Brexit Europe, whatever form that takes, there will certainly be both opportunity and risk for branch campus development. With changes to the UK fee and visa structures, UK HEIs are looking to Europe as a possible avenue for student retention through branch campus creation. A 2017 Hobsons report surveyed 949 international students and highlighted that 76% of EU students would be very likely or somewhat likely to consider a UK branch campus in an EU country other than their own; 58% of EU students would be very likely or somewhat likely to study in a UK branch campus in their own EU country. These figures, from a student perspective, indicate both the 2 - TREND REPORT 2019
STUDENT SURVEY: PREFERRED CHOICE FOR A UK BRANCH CAMPUS IN EUROPE Belarus 2 (RUS) Belgium 1 (UK) Croatia 1 (USA), Cyprus 1 (UK), Finland 1 (ES), France 6 (UK 2, USA 4), Germany 5 (FR 2, TR 1, USA 2)
perceived value of a UK education and the appetite to remain in the EU. As part of the survey, students were asked which EU cities would be their preferred choice for a UK branch campus and the top three were Paris, Berlin and Amsterdam. In terms of current activity, C-BERT’s 2017 report lists a total of 47 branch campuses operating in Europe. The breakdown is listed in table 1 as host country then sending nation. To place this in context, the list represents a total of 18 host countries and 10 sending nations. This level of activity is significant and little discussed in the academic literature. This speaks to success and a level of understanding and
Greece 3 (UK 1, USA 2), Hungary 1 (USA), Italy 5 (CHN 1, FRA 1, USA 3) Latvia 1 (RUS), Poland 1 (USA), Russia 2 (SWE, USA), Slovakia 1 (USA), Spain 5 (FRA 2, USA 3), Switzerland 3 (FRA 1, USA 2), Turkey 1 (FRA), UK 7 (FRA 3, MAS 1, CH 1, USA 2)
EVOLVING MODEL Mobility and transferability are key. The primary questions now for students are ‘will my degree be recognised everywhere and to what extent is it marketable?’ Although the term branch campus is a traditional one, it can mean many things. And it should. The evolution of a university is underway and the branch campus should be no less a part of this. The concept of an integrated urban campus, one that is connected to its environment but also mobile and agile is worth further discussion. Over the past few years, there has been discussion of UK universities opening campuses in Europe. Oxford University was reported as considering a Paris location and Kings College London was in discussion to build on their Transcampus Initiative with TU Dresden. These two did not come to fruition and now Coventry University joins this debate as it plans to open a branch campus in Poland. This would be the second such endeavor in Poland and the first by a non-American institution. The campus will occupy existing buildings in the city, thus reducing the cost and risk model initially. This is an example of controlled engagement. A more flexible and mobile approach is worth exploring given the considerable resources required to establish a ‘fully-fledged branch campus’. Appetite and need are evolving and therefore, so must university provision. There is opportunity here. Opportunity to reduce risk; opportunity to better manage resources; opportunity to be more relevant. The drive to offer a comprehensive suite of courses is no longer applicable. What is required is targeted and specialised degrees that leverage and build upon the institutions expertise. MANAGEMENT It is imperative that universities look beyond the set-up of a branch campus to the management and organisation. National regulations, communication channels,
EU STUDENTS AND UK BRANCH CAMPUSES
76% consider a UK branch campus in an EU country other than their own
58% would study in a UK branch campus in their own EU country
legal issues and even culture can play a role in the success or failure of a branch campus. Two dominant models of campus management are evident in Europe, centralized and decentralized. The decision to own or lease buildings is critical and has implication beyond finance to control and oversight. Real estate may well be managed by public authorities, as in Denmark, or by public property companies, as in Finland, Sweden and Norway. Another possibility is that campus management is decentralized and ‘owned’ by universities themselves or outsourced, by them, to campus or estate directors. A branch campus cannot be a decision made on a whim. They require careful planning and discussion, due diligence and understanding. Success is in the offering, not mere campus presence CASE STUDIES The value of a branch campus, both to the sending institution and the host nation, is its ability to connect with its environment. To leverage external expertise; to build capacity and to create links and opportunities otherwise not in place. While the ‘fullyfledged’ campuses tend to attract the attention, there are clear examples of innovative and interactive models in place. These range from in-built mobility between the home and branch campus; a networked model of learning provision; and an international partnership with a focus on capacity building. TREND REPORT 2019 - 3
Dr Christopher Hill Dr Christopher Hill is an Associate Professor in the Faculty of Education and Director Doctoral Training Centre at The British University in Dubai. He has worked in the field of international higher education for the past decade and has extensive experience with the branch campus model in both Asia and the Middle East.
The value of a branch campus, both to the sending institution and the host nation, is its ability to connect with its environment.
4 - TREND REPORT 2019
St. John’s University has a campus in Rome and a presence in Paris and Limerick. There is a concerted effort here to develop an inclusive and mobile student environment that provides students with the chance to study in multiple locations and to engage with the wider community and business arena in all locations. This is an example of an institution leveraging the branch campus model to increase mobility and interaction. In this sense, branch campuses are perhaps better seen as points on a journey rather than a destination in and of themselves. The EU Business School is an ideal example of cross-border and truly European activity. The institution has a multicultural student body, drawn from over 100 nationalities and an alumni network over 27,000. With campuses in Barcelona, Geneva, Montreux, Munich, students are provided with every opportunity to move and experience learning in different environments. The aim of the EU Business School is, through small class sizes, personalised learning opportunities and the targeted use of guest lectures and company engagement, to offer students a platform to interact with international business leaders and learn directly from their surroundings. The partnership between Tsinghua University and Politecnico in Milan to establish the SinoItalian Design Innovation Hub points to future activity. This represents a balanced approach of expertise and capacity. The Sino-Italian Design Innovation Hub will provide a platform for China and Italy to cooperation and
collaborate on design innovation, support exchange of ideas, culture and research. The branch campus model here can be seen to include a direct link between two bespoke entities that provide expertise and a level of commitment to growth.
See You in Milano!
FUTURE OF BRANCH CAMPUSES The UK examples highlighted above may not have moved beyond discussion, but the language used was as a direct response to Brexit. This confirms to the traditional branch campus model, and the search for student markets. This model has evolved over time and more mature players sought to integrate and collaborate with their host nation and institutions. The European model need not be about student access or pure market retention but can rather focus on partnership, relevant delivery and cross-cultural exchange and development. In essence, following the European model itself. The branch campus model should promote partnership and integration with the local community. There are opportunities to offer training and professional development to increase relevance, promote integration with industry and attract funding. The future branch campus should encourage mobility and innovation. A fixed location but not a static point of activity.
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