Document Details

Title IBC Series, Reflections from 8 years on an International Branch Campus, Part VI: Research and Knowledge Transfer
Author Christopher Hill - OBHE Associate, Associate Professor and Director Doctoral Training Centre, Faculty of Education, British University in Dubai


As an IBC evolves and matures, its attention naturally turns to enhancing research output and capability. This is needed for several reasons- in order to firmly establish a sense of identity; generate income; build on reputation and credibility; and grow as a university. How this transition occurs is fundamental to the development of an IBC from a teaching college to a university and requires considerable support, resources and patience. Key questions central to this debate include the processes required for introducing and developing a research culture and then ensuring its growth and support in line with opportunities and strategic objectives. The emergence of research activity plays an integral role in defining the identity of an IBC, not merely in relation to its surroundings but in the eyes of the home campus.

IBCs are faced with questions such as to how to produce world-class research with limited resources and perhaps, expertise? How to integrate with local partners in order to leverage national and regional funding opportunities? How to attract high quality researchers? How to develop and support early career academics? What should the role of an IBC be in relation to the home campus and research development? What mechanisms can be put in place to support integration and promote engagement when time, distance and awareness are key factors to consider? The University of Nottingham Malaysia Campus (UNMC) has experienced this transition over the past 15 years in Malaysia.

Date 21/10/2016
Region(s) Asia, Europe, All Regions
Countries Malaysia, United Kingdom, International
Theme(s) Transnational Education (TNE) Models
Topic(s) Branch Campuses

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