Factors that influence the success of International Branch Campuses: An Australian/Indonesian case study

Establishing a university International Branch Campus (IBC) is considered a normal part of a university’s business to grow student numbers and to build their international reputation. Furthermore, establishing an IBC is not a new phenomenon; Florida State University has offered programs from an IBC in Panama since 1933 (Borgos, 2016; Lane, 2011a).
The literature to date identifies that establishing an IBC is potentially one of the most risky and unexplored models of entering the international higher education market (Cai, Hölttä, & Lindholm, 2013; Clifford, 2015; Healey, 2016; Wood, 2017). Yet given this is highly risky business, there is limited research and information to guide a university and its staff to try and establish an IBC. Using a case study, I will identify the success factors to establish an IBC in Indonesia, including the role personal relationships/ networks have in policy and decision-making to establish an IBC and the role that culture and community have in welcoming and discouraging IBC.

设立大学国际分校（International Branch Campus, IBC），通常被视为高校拓展生源规模、提升国际声誉的常规运营举措之一。此外，设立国际分校并非新兴现象：佛罗里达州立大学自1933年起便在巴拿马开设国际分校办学项目（Borgos, 2016; Lane, 2011a）。

现有研究文献均指出，设立国际分校或许是进军国际高等教育市场的各类模式中风险最高、且尚未得到充分探索的路径之一（Cai, Hölttä, & Lindholm, 2013; Clifford, 2015; Healey, 2016; Wood, 2017）。然而，尽管该类办学业务风险极高，目前能够指导高校及其工作人员设立国际分校的研究与参考资料却十分有限。本研究将通过案例研究法，剖析在印度尼西亚设立国际分校的成功要素，其中包括人际关联与社交网络在国际分校设立的政策制定与决策环节中所发挥的作用，以及本土文化与社区群体对国际分校的接纳与排斥机制。