Page 98 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

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Chapter 5
degree to which the company is able to use the same products and methods in other countries,” whereas local responsiveness refers to “the degree to which the company must customize their products and methods to meet conditions in other countries” (Lumens, 2021). Within this framework, IBCs are viewed as multinational subsidiaries that compete in local markets while retaining strong ties to the parent company (Brock & Siscovick, 2007).
Previous research using the I-R framework revealed a central challenge of IBC operations to be balancing the need to localize teaching and learning while providing an educational experience equivalent to the one offered at the home campus (Healey, 2018). For example, a joint venture partner may prioritize profit over quality; a host government may make certain coursework mandatory; or the home campus may resist localizing the curriculum. To this end, this research seeks to better understand the relationship between the IBC and the home campus and how it is being shaped by the COVID-19 pandemic.
reSeArCh QueStionS
1. How did the COVID-19 pandemic change the academic experience at IBCs?
2. How did the COVID-19 pandemic change the relationship between the IBC and the home campus?
methodS
Participants
Twenty-six interviews were conducted virtually with leaders, academic staff, and students at the campuses of seven international branch campuses of UK and Australian universities operating in Malaysia. These individuals were selected using purposive sampling, having been identified by the researchers using their publicly available credentials as possessing relevant insight into the research questions due to their roles and experiences.
While other stakeholders (i.e., alumni, prospective employers, and staff from the home campus) were considered for inclusion, the research