Title:
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Market entry mode of higher education internationalization : a case study of a post-1992 university
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Purpose - The aim of this research is to examine higher education (HE)
internationalization in terms of international recruitment and academic collaboration with
the focus on a single institution case study. The research investigates how the case study
university conducts HE internationalization, identifies key implementation issues of HE
internationalization, and develops an education-specific market entry dynamic framework.
The discussion of the difference in the process of internationalization across faculties is
also included.
Design/methodology/approach - This research adopts the interpretivist philosophy and
inductive approach, with focus of a single institution. Based on the positions and job
responsibilities, the total of 20 interviewees from three key departments (Corporate,
Department 2 and Faculty) were selected and 22 semi-structured interviews were
conducted. The total of 329 pages of interview transcripts were analyzed. Other types of
data collection include observation and secondary documentary data. The answers from
each group were used in a comparative analysis, resulting in an overlap pattern structure
that indicates the level of the university's internal integration. Data analysis strategies
include content analysis, critical discourse analysis (CDA), colour coding, and
categorization of meaning.
Findings and contributions - The market entry dynamic framework is the main
outcome of this research. This framework provides a number of education-specific modes
of entry and programme delivery methods to guide institutions' internationalization. The
implementation issues raised in this research indicate that the university's internal
integration has a major impact on HE internationalization. These issues highlight the
areas where the university needs to improve. Faculty-specific factors explain the
difference in the process of internationalization across the four faculties at the case study
university, and explain the reasons why the levels of internationalization are different
among these faculties.
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